Presentation is loading. Please wait.

Presentation is loading. Please wait.

 Rigorous Curriculum Design. Greetings and Introductions 1.What is your name, position, and school? 2.Why is it important that the teachers from CVUSD.

Similar presentations


Presentation on theme: " Rigorous Curriculum Design. Greetings and Introductions 1.What is your name, position, and school? 2.Why is it important that the teachers from CVUSD."— Presentation transcript:

1  Rigorous Curriculum Design

2 Greetings and Introductions 1.What is your name, position, and school? 2.Why is it important that the teachers from CVUSD develop a new K-12 curriculum? 3.How will students and teachers benefit from a vertically aligned, clearly articulated curriculum?

3 Learning Intentions By the end of this session you will  Consider the context for the development of Rigorous Curriculum Design (RCD) units of study.  Explore the components included in RCD units of study.  Examine a current draft of unit one and provide feedback.  Provide suggestions for future unit development.

4 Thinking Together: Determining Discussion Partners

5  What does the word rigor mean to you? What components should be included in a rigorous curriculum design?  How are standards, assessment, and instruction connected within a strong curriculum?

6  In order for teachers to deeply implement the components of a rigorous curriculum so that students benefit, what processes and supporting structures need to be in place?  What changes have occurred in the 21 st century that set the stage for the CCSS and Rigorous Curriculum Design?

7 7 In the 21st century, the question is not what do you know, but rather what can you do with what you know and how do you update your knowledge continuously? —Tony Wagner, 2009 “

8 A Portrait of Students Who are College & Career Ready Are your current curriculum and instruction preparing students to reach the capabilities described in the CCSS behaviors? Please explain your response.

9 Are your current curriculum & instructional practices preparing students to reach the capabilities described in college and career readiness behaviors? Please explain your response.

10

11 View a Video Clip

12 Students as leaders of their own learning Read About The Formative Process

13

14 Multiple Opportunities for Success Learning Criteria Learning Progression Evidence of Student Learning Receive and Provide Feedback Set Goals and Learning Plans Peer Feedback and Peer Teaching Meta-Cognitive Process

15 What would your students say about you?

16  900+ meta-analyses  50,000 + studies  240+ million subjects What has the greatest influence on student learning?

17 An ES of 0.4 equates to one year’s growth for one year’s time. An ES of 1.0 equates to two to three years of growth in one year’s time. What did the research indicate about effect sizes (ES)?

18 What are Assessment Capable Learners? Instructional StrategiesEffect Size Assessment Capable1.44 Feedback0.75 Reciprocal teaching0.74 Teacher Student Relationships0.72 Multiple Opportunities for Practice 0.71 Meta-cognitive thinking0.69 Peer tutoring0.55

19 SBAC Sample Selected Response

20 SBAC Sample Constructed Response

21 SBAC Sample Performance Assessment

22 How Do SBAC Assessments for the CCSS Compare with CA and CVUSD Assessments Under NCLB? Similar Different

23 Where have we been? Where do we want to be? Based on the information about the CCSS (ELA) college and career readiness practices, components of the formative process, and SBAC assessments, what next steps need to be taken in planning for student learning? Discussion Partners

24 Learning Intentions By the end of this session you will  Consider the context for the development of Rigorous Curriculum Design (RCD) units of study.  Explore the components included in RCD units of study.  Examine a current draft of unit one and provide feedback.  Provide suggestions for future unit development.

25 A rigorous curriculum is an inclusive set of the following intentionally aligned components organized into sequenced units of study  Clear learning outcomes (CCSS)  Aligned formative assessments  Engaging learning experiences  Effective instructional strategies Page 3 Rigorous Curriculum Defined

26 Rigor refers to a level of difficulty and the ways in which students apply their knowledge through higher-order thinking skills. Rigor also means reaching for a higher level of quality in both effort and outcome. Rigorous Curriculum Defined

27 2. Building the Foundation Four Parts of Rigorous Curriculum Design Model 3. Designing the Units of Study 4. Implementing the Units 1. Context and Big Picture Connections

28 2. Name the Units of Study 1. Prioritize the CCCS 3. Guidelines for Assigning Standards 4. Prepare a Pacing Calendar 5. Construct the Unit Planning Organizer Building the Foundation

29 Jigsaw “Laying the Foundation”

30 Priority Standards (Essential) Priority Standards (Essential) Connecting Standards Priority Standards

31 Endurance (Value that lasts through life) Readiness (Prepares for next level of learning) Leverage (Value in many disciplines) Step 1: Prioritize the Standards

32 Step 1: Prioritize the ELA Standards

33 Steps 2, 3, 4: Name and Pace Units, Connect Standards Limit the number of priority standards per unit in order to ensure that students reach the desired level of mastery.

34 Build in a buffer period for remediation and enrichment between units of study. Steps 2, 3, 4: Name and Pace Units, Connect Standards

35 Correlation Chart: Check to see that every prioritized standard is addressed in at least two units of study.

36 Rigorous Curriculum Design Common Formative Pre- Assessment Common Formative Post- Assessment Engaging Scenario Mid-Unit Formative Assessments ANCHORED on the CCSS

37 Science, 6 th Grade View the engaging scenario for a 6 th grade unit of study on cellular structure. Rob Olazagasti from The School of the Future in New York City

38 MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function

39 Reading Standards for Literacy in Science and Technical Subjects RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

40 WHST. 6-8.2.:Write informative/explanatory texts... a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

41 Performance Task 1 Observe, research, & create an annotated diagram of a cell recorded in students’ science logs Performance Task 2 Use a Metaphor -- Build and explain models comparing structures in NYC to the organelles and their functions Performance Task 3 Write a report focusing in greater detail on one part of a cell using five sources. Performance Task 4 Create a lesson plan outlining the presentation, include an assessment and listening guide

42 View a Video

43  Describe the effective practices included in the learning experiences depicted in this video clip?  What are your thoughts and questions about the culminating learning experience?  Describe the effective practices included in the learning experiences depicted in this video clip?  What are your thoughts and questions about the culminating learning experience? Discussion Partners

44 2. Name the Units of Study 1. Prioritize the CCCS 3. Guidelines for Assigning Standards 4. Prepare a Pacing Calendar 5. Construct the Unit Planning Organizer Building the Foundation

45 Common Core State Standards - Prioritized - Vertically Aligned - Unwrapped (Bloom’s & DOK ) Assessments (Formative ) - Common Formative (pre/post) - Progress Monitoring Checks - Performance Assessments Instruction - Authentic Performance Tasks - Differentiated, High-Impact Instructional Practices

46 Jigsaw “Developing the Unit”

47 Unit Planning Organizer

48 Examine the Unit Planning Organizer

49

50

51

52

53

54 Unit Planning Organizer Discussion Partners

55 Learning Intentions By the end of this session you will  Consider the context for the development of Rigorous Curriculum Design (RCD) units of study.  Explore the components included in RCD units of study.  Examine a current draft of unit one and provide feedback.  Provide suggestions for future unit development.

56

57  Engaging, Scaffolded Tasks (Often Interdisciplinary)  Student-Centered (Active Participation)  Response, Product, Demonstration (Assess Student Learning Progress) Designing Performance Tasks

58 Culminating Learning Experience (Engaging Scenario) A Culminating Learning Experience includes the following components:  Situation  Challenge  Roles  Audience,  Product or performance.

59 Unit One:

60

61

62 Please provide feedback about Unit 1.

63 Learning Intentions By the end of this session you will  Consider the context for the development of Rigorous Curriculum Design (RCD) units of study.  Explore the components included in RCD units of study.  Examine a current draft of unit one and provide feedback.  Provide suggestions for future unit development.

64 Please provide suggestions for upcoming units.

65 From Newport Mesa USD

66 “We cannot always build the future for our youth, but [together] we can build our youth for the future.” —Franklin D. Roosevelt

67 Our next steps?

68 Please provide feedback about today’s ELA presentation.


Download ppt " Rigorous Curriculum Design. Greetings and Introductions 1.What is your name, position, and school? 2.Why is it important that the teachers from CVUSD."

Similar presentations


Ads by Google